Social Studies Lapbooks - Time Management - Part 5 of 5

This is Part 5 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development

One of the biggest struggles for any teacher is time. We never seem to have enough. We can plan our lessons down to the minute and we will still be greedy for more. 

As an elementary teacher it was always a struggle to find time for social studies and science. The screaming needs of ELA and math catapulted those subject areas to the forefront and left the other two standing around like wallflowers waiting for their turn to dance.

I have found ways to "sneak" the illusion of more time into my day while also addressing the social studies curriculum. Try one of these methods for finding more time in your day to teach social studies and get through the inquiries...

30 Minutes a Day

Commit to teaching the inquiry for 30 minutes a day. If you can ensure that a half hour is designated for social studies, you can get through the inquiries; even if you have all 6 inquiries to move through. Each inquiry takes about 2-3 weeks to cover from initial lesson to the summative 4-point response. At 3 weeks per inquiry (6 inquiries total) you will have used up approximately 18 weeks of instruction.

Writing Block

Use the 2-point and 4-point responses as your writing block. Keep your 30 minutes for socials studies focused on the content. When you reach a place where students will be responding in writing, you can shift those lessons to your writing block. That will keep your designated time for social studies concentrated on social studies and you'll still be able to work with students on their writing.

Using your writing block also gives you "permission" to take a bit longer with the writing pieces. If the time planned is a writing lesson (as opposed to a social studies lesson) you will approach it differently and have a different mindset going into the writing components of the inquiry.

Thematic ELA Block

If you're feeling particularly ambitious, approach ELA in a thematic fashion. Create topics or units of study around the inquiry. There are a lot of resources available that might otherwise be considered enrichment materials. Picture books, novels, articles, videos, and the like can be used to create a homogeneous unit of instruction. Use the inquiry as the base and build from there.

For some teachers, they have a 90 minute block of instruction for ELA. If you approach it using a thematic approach, you have now increased your "social studies" time to 2 hours.

If you're wondering about fitting in grammar, vocabulary, phonics, etc... consider the idea of using the vocabulary and texts from the inquiry as the basis of those lessons.

Catch Up Day

If you find yourself falling helplessly behind in pacing, stop everything and teach social studies the whole day. This is usually a "Hail Mary" in lesson planning but can be very effective in catching you up.

I have done Catch Up Days for a whole day. Yes, it can be done. I caution you, though, to keep it interesting. If your plan is to plow through the material in order to declare that it has been taught, it might not go so well. You will still need to break the day down into manageable chunks. You will need to have students working in various groupings and be sure to change up the methods of delivering instruction. Use a combination of video, text, picture books. Make sure students have various ways to respond to instruction and are being engaged in different ways to break up the monotony.

Can't give a whole day to Catching Up? Half Days work well too...They are especially powerful if you will have an uninterrupted block of time between the students getting off the bus and dismissal time.

Some is Better Than None

In the end, there will be times when the conversations needed to be shorter, when you didn't get to every lesson, when the 2-point question was glossed over (or skipped altogether). It's OK. Really.

The students are still learning and gaining insight. They are adding to their knowledge base of the world and how they fit into it. Put the inquiry away and commit to teaching it better next year. Your pacing and delivery will be better. Promise.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Vocabulary Development - Part 4 of 5

This is Part 4 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 5 - Time Management

Inquiry design is amazing. When crafted and presented properly, your students will be engaged and discussing topics with more depth and critical thinking than you thought possible. To help students dig deeper and think more critically, we need to help them develop the vocabulary necessary to have inquiry discussions. Inquiry topics will have very specific vocabulary that needs to be used with ease and with immediate understanding. For instance, when discussing the Iowa Caucuses, we can't expect students to hold meaningful conversations if they don't know what "primary" and "caucus" means. Content and vocabulary are intertwined and we need to ensure they don't become unraveled.

My inquiry resources include several ways you can develop your students' vocabulary. Each resources contains a set of vocabulary words specifically chosen for the topic. These words will help a student develop a deeper understanding of the inquiry question, lead students to better discussions, and improve a student's overall lexicon.

Primary inquiries will have 4 word per inquiry at the kindergarten level, 6 words for first grade. All other grade levels will have between 8-10 words with most inquiries having 10. Some words are repeated throughout a grade level in order to give students an opportunity to work with that word more than once. For instance, words such as community, culture, or government will be a vocabulary word for more than one inquiry.

Vocabulary Support:
Primary Examples K and 1st Grade (top) and Intermediate Example 5th Grade (bottom)

I've read that students need to hear a word up to a dozen times before learning the word. But, that's just recognizing it though auditory processing. We also expect students to be able to speak, read, and write these words. While repeating and using a word many times for students to create long term pathways in the brain for the word is a great start, we must also create avenues for them to be able to say, read, and write the word as well.

You can read a more in-depth discussion for vocabulary development in this blog post:
4 Steps to Building Vocabulary

Within my inquiry lapbooks there are a few tools that help students master vocabulary:

Flap Books

Every inquiry resource includes flap books for the vocabulary. I usually have the students construct the vocabulary section before reading any text. Vocabulary has its own designated section of the lapbook. Even if I choose to construct a simple folder (without the third panel) I will still have students place vocabulary on a cardstock page and keep it in their folders. The vocabulary section becomes a glossary for the students to refer back to throughout the inquiry.

Picture Front to Back:
Vocabulary Card, Primary Vocab Card, File Folder Vocabulary Section

I will select one color (of copy paper) for the vocabulary flap books. Whichever color I choose in the beginning of the year will be the color I use for the remainder of the year. I rarely use it for any of the other foldable pieces. I want the students to see the color and associate it with vocabulary.

Flap Books Differentiation
To differentiate the flap books, teachers have a few options. You can hand out the definitions in the correct order with the correct books (that is most streamlined and easiest). For a bit more of a challenge, you can cut up the definitions and have the students match the definitions to the terms. The most challenging would be to have the students research the definitions for each term and write the definition in the flap book.

Matching Game

A matching/memory game is included within my inquiry resources; along with a foldable envelope to store the pieces. These pieces are great for earlier finishers or when you have 5-10 minutes to fill in until the next section of your day.  

Matching Game Differentiation
When I print the pieces for the matching/memory game there are a couple of easy ways you can differentiate the pieces. You can use colored paper to help in differentiation  or the numbers of terms you assign the student.

You can print the vocabulary terms on one color and the definitions on a different color.
You can print one half of the terms and definitions on one color and the other half on a different color.

You can give your students half of the pieces (terms and definitions) during one lesson and give them the second half at a later time.

Other Interesting Words

This foldable piece is an opportunity for students to explore and record the words they find interesting. I use a collapsible shape for Other Interesting Words and it is usually the piece that people struggle with the most when constructing a lapbook.

Once students have had an opportunity to record and collect a few words, we talk about them. Oftentimes, students select the same words. If time permits, teachers can group students based on the words they have selected and have them explore them or complete word work activities using those words.

Teachers can also create a classroom anchor chart with Other Interesting Words or place words on index cards and put them on a Parts of Speech Word Wall. 

You can read about Parts of Speech Word Walls here:
Word Walls for Big Kids

And ways to use them here:
3 Ways to Use a Parts of Speech Word Wall

Enrichment Options

I am always looking for ways to expand on vocabulary. The more students are exposed to and word with vocabulary, the better that word becomes embedded in their brain. Aside from the activities already included in the inquiry resources, there are several ways you can expand on vocabulary development.

QR Code Scavenger Hunts
My students love anything connected to tech. If it involves using a computer or a gadget, the engagement goes way up. If I add in the ability to be up and out of their seats, then engagement is through the roof! QR Code Scavenger Hunts give the perfect blend of tech and movement.

I hang QR code cards on the walls and students work their way around the room scanning and solving each clue. The design of the hunts enables students to start at any clue, spreading around the room, and helps to avoid a bottleneck. The end result is a cyclical answer key that has the same order of answers regardless of where the student begins.  

QR code scavenger hunts are excellent for enrichment lesson plans, wrapping up a unit, or substitute teacher plans. Once students understand the process they are able to quickly gather materials and begin the hunt. Hunts are flexible enough that students can work with a partner (or independently) to solve clues. I usually walk around and monitor students with an answer key in hand. If a student completes the cycle, I quickly check their work to see if they are correct. If not, I send them back to find their error. Depending on the error (and the student) I might guide them a bit to help them know where their mistake was made.

Word Walls
Word Walls are popular. I stopped organizing my word wall alphabetically years ago. I much prefer to organize by Parts of Speech (see link above).

Invite students to add to your wall! To start, students choose a word from the vocabulary list or their own Other Interesting Words section. Then, have the students write the word on an index card and place it in the proper spot on the wall. This activity works well for any student in your class, but it is especially powerful for students who need additional support with vocabulary. Writing the word themselves and taking ownership of the card creates a firmer understanding of the word.

Making Words
One morning, while I was waiting for a meeting to begin, I was cutting up letters for making words. A coworker asked, "What are those for?" I answered, "We're making words later today." My coworker replied, "Making words in fourth grade? That's awesome."

Making words is well-known for giving primary students an opportunity to create new words by adding or subtracting a letter or two. It fosters a deeper understanding of our language and helps create pathways that will solidify over time and become permanent in the student's brain. 

While most often used in the primary grades, making words with upper elementary students is an excellent way to dive deeper into vocabulary. Students have an opportunity to explore different combinations of letters and put their phonics skills to use when trying to form words with clusters, blends, and the like. Additionally, the manipulation of the letters allows for students to explore the possibilities while providing a challenge for them to figure out a word that uses all of the letters.

Oftentimes, my students know that the word they are seeking is most likely on the word wall. One partner will move letters around making smaller words while the other scouts out the word wall looking for the bonus word.

You can see Making Words resources here:
Fourth and Fritcher Making Words Resources

Parts of Speech 5 Square Organizer

The brain loves to chunk information. Whether it's going into the right side or the left side of the brain, if the information is chunked, it is easier to access and use. One way to help students chunk their vocabulary is to have them use a 5 Square Organizer. I use these organizers for everything. And I do mean, everything.

Keeping the same format for introducing and or exploring information helps keep the students' cognitive load in the proper place. Students will be familiar and comfortable with the format, thus their cognitive load will shift to the actual information itself rather than the presentation.

For vocabulary, I use the center space for the name of the unit or topic. The four outer squares are the parts of speech: noun, verb, adjective/adverbs, and other.

5 Square Organizer for ELA Module 1A

Vocabulary is such a vital part of our language and the ability to access information. In our current education system, it feels as though it is put on the back burner in favor of the content itself. However, without the vocabulary, the content won't make much sense. I'm not suggesting that it is not addressed or accounted for in curricula. But, it is too often taught as an isolated lesson. We need to infuse it more often into our plans while delivering the content. Vocabulary and content should be approached as interdependent entities that when bound together create a lasting educational experience for our students.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Written Responses - Part 3 of 5

This is Part 3 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

Inquiry design is unique. It offers students an opportunity to ask questions, engage with one another, and consider opposing views. I love the way the small pieces throughout the inquiry lead to students constructing a response for the bigger question at the end of the inquiry. 

The three supporting questions posed during the inquiry are the pathway to formulating the summative response. As students build their evidence base with the three 2-point supporting questions, they are simultaneously building a draft for the summative 4-point response. When writing for their summative question, I expect students to use the evidence they have accumulated throughout the inquiry from their three supporting questions.

Before students are expected to navigate RADD writing on an independent level, I model the structure and the expectations for them during the first inquiry. I plan 2-3 lessons to break down RADD writing. I demonstrate how to restate the question, formulate an opinion, and cite the evidence that will support the answer. It can be a slow and torturous task, but it is worth slowing down and setting the expectations in the first part of the year. Eventually, students will be able to read, draft, and write a RADD response within one lesson block.

R.A.D.D. Writing: 2-point Responses

I have been using a writing process called "RADD" for quite a few years. The acronym stands for: 
Restate the Question
Answer the Question
Detail
Detail

Bulletin Board Display From My Coworker's Classroom

This simple acronym helps remind students of the steps needed to write a 2-point response. If they construct their writing around this acronym, they will easily earn full credit. Some students get into the habit of writing the acronym on the top of their paper and will check off each letter as they complete the steps.

Within my inquiry resources, students have each of the supporting questions prepared for them and the RADD method is built into the planning section of the page.

3rd Grade Migration Inquiry (mapping, graphics, and text for question 1)

Building a RADD

Restate the Question
This is basically the topic sentence. What is the question asking? What are we talking about? I encourage students to use the words already written within the question. Most of the time, students can change a couple of words and change the punctuation from a question mark to a period and have an excellent topic sentence crafted.

Answer the Question
This is the section where students state their opinion on the topic. Inquiry design often has more than one "correct" response. So, this step is critical for students to understand and master. It is their response to this section which will determine what evidence they need to find and cite to support their response. The answers in inquiry are oftentimes opinions. Two students can have diametrically opposing views with evidence to support their ideas and both students can earn full credit. Students choosing a position is one part of the process. They must then be able to find and cite the evidence which supports their opinion.

Detail, Detail
They say "the devil is in the details". For inquiry process, this is true. Students can answer the question in more than one way- so it is vital they choose one pathway. They will need to form an opinion and provide evidence (details) to support that opinion. Some students will struggle with the concept of there being more than one correct answer; or that the answer earns points because of the details provided. 

Some students may be uncomfortable choosing a position and will try to address the question by covering all options. I do give credit for those answers (if they provide evidence), but not full credit. It is the student's opinion on the topic that will determine the details they will need. 

Some students will need guidance on which details/evidence apply to a particular answer. While we move through the texts I will oftentimes have students notate on the text. Over the years I have tried different methods: highlighters, underlining, circling. They all work. 

One way I have used that works exceptionally well is color-coding. This is especially helpful when students will be marking up text for details that will support opposing views. I will select one color for one opinion and a different color for the other. Using color-coding helps the students find the correct evidence to support a particular opinion.

4-point Response versus 2-point Response

Once students have had an opportunity to explore and discuss the 3 supporting questions, they are ready to write a 4-point extended response. The 4-point response is the culminating writing activity for the inquiry.

Inquiry units are designed to make students think, consider opposing views, defend a position. For some, they will struggle with discussing their opinions because inquiries move beyond what students have encountered thus far in their educational career. Asking if people should live in ethnic enclaves is a much more complex subject than asking a student their favorite character in a book.

4-point responses are longer than a 2-point response. They encourage students to use evidence from the previous 2-point responses as well as any other evidence found within the inquiry. A 2-point response can be answered using 4-6 sentences whereas as a 4-point response may require 4-6 paragraphs.

Students who have thought through the 2-point questions can use them as a framework going into their 4-point response. I have the students use their 2-point responses to help them draft their 4-point question. If a students viewpoint has changed during the inquiry, or their 2-point response doesn't support their 4-point response, I guide them back to the text, graphics, and notes taken throughout the inquiry. Students are encouraged to use any evidence from the inquiry that will support their 4-point response.

5th Grade Segregation Inquiry (notes and graphics for question 3)

Rubrics

All inquiry resources include rubrics for the written responses. There are 2 different rubrics, one for the 2-point response and one for the 4-point response. The rubrics were constructed a few years back using a combination of the New York State rubrics and the input of my students.

The rubrics are written using student-friendly language. I use the same rubric with the students that i use to grade heir work. It is common practice to hand out copies of the rubrics and ask the students to grade their responses on the rubric. I then will collect their rubrics and attach a copy of my rubric with the grade. 

Rubrics aren't just used for grading. I use the rubrics to conference with students about their writing. They are also used when students meet in pairs or small groups to discuss their writing as well.

Another rubric that I started using last school year is a single point rubric. I am enjoying this new format of rubrics. It helps keep the students focused on the minimal parts needed to earn maximum points. I also like the way a single point rubric can demonstrate to the students and their families the work required to exceed expectations (and earn 4 points).

You can read an in-depth blog about single-point rubrics here:
Single Point Rubrics For Writing

Anchor Papers and Exemplars

I oftentimes get requests for anchor papers or exemplars. I hear you. I understand the need. I totally get it. Nonetheless, my answer is no. But before you grab your pitchforks and tiki torches, please let me explain.

In theory, I could provide exemplars. However, there are endless ways a student could answer any of the questions asked in an inquiry and receive full credit. By submitting one example for a teacher, I worry that it becomes THE example. 

I highly recommend walking your students through a couple questions in a slow and deliberate fashion. The model writing you create during that time will become the anchor papers for your classroom. Keep them, use them throughout the year (or even subsequent years), and refer back to them often.

Teachers, you are the professionals. Use your craft and judgement. Trust your training and instincts to guide your students through these writing pieces. You can do it!

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Alternate Uses - Part 2 of 5

This is Part 2 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

Are you interested in social studies lapbooks but haven't quite been convinced because you are struggling to find ways to incorporate them into your existing classroom structures? Have you been using lapbooks and are looking for ways to switch up how you use them in your class? Read through these alternative ways you can deliver social studies instruction using a lapbook-like approach. 

Composition Notebooks

I used composition lapbooks last school year. I wanted the students to be able to reference information from prior units and topics but didn't want to house all the folders once the inquiry was complete. 

Although lapbooks are designed to fit in a file folder, it was an easy transition to composition notebooks. Instead of printing at full size, I reduced the print to 80% and they fit just fine. I do like the compact and tidy nature of composition notebooks. I used them throughout the school year and reduced other resources meant to be printed at 8.5 x 11 in order to fit them into the composition notebooks. The reduced space didn't impact the ability for the students  to respond in a meaningful way. 

One additional adjustment I made was to have the students write the heading by hand for the different SS inquiry sections. It saved on paper and allowed for a bit more space for response.

Reduce the printer setting to 80% for pieces to fit into composition notebooks.

Spiral Notebooks

Once upon a time I used spiral notebooks. Overall, I don't recommend them. Although you are able to fit a whole page onto the notebook pages, there are some negative consequences to using spiral notebooks. The covers get torn off. The wire spirals will stretch or become tangled with other spirals. And, the pages tend to rip out. The larger space is a plus but it doesn't offset the negatives. 

1 Folder Instead of 2

If I am short on folders or don't want to trim and create a tri-fold folder, I'll use just one folder. I adjust the content on the folder to just the cover and 3 supporting questions. I will copy on cardstock an insert for the vocabulary portions. The additional notes sections can be glued to the back of the vocab card as well.

Stapled Sections with Construction Paper Covers

If you want to avoid using notebooks and folders altogether, you can use construction paper and staple the different sections together as mini-packets. Teachers can copy the needed materials for each section and then staple a construction paper cover to the front. The front page becomes an area for the students to respond to the supporting question. It's a great way to deliver the content in small chunks as to not overwhelm their students. If you wish, you could staple all of the parts together at the end to complete the unit and give the students a collection of their work from the inquiry.

Section 3 of the Fourth Grade Transcontinental Railroad Inquiry
(student response, graphics, and text)

Whether you are just starting out or are a seasoned pro, there will always be ways you can improve your instruction and the mechanisms you use to deliver it. I have found that a lapbook approach to social studies is a hands-on like approach that students enjoy. Their engagement increases, their responses are more in-depth, and their ownership in the work is evident. No matter how use use them, lapbooks will be a hit in your class!

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2

SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - The Basics - Part 1 of 5

This is Part 1 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

What are SS Lapbooks?

If you are new to the terminology, a lapbook can be described as a folder-like object used to organize and demonstrate learning. They oftentimes have pockets, foldable pieces, flaps, and the like to offer a hands-on approach to learning. Lapbooks also offer students an opportunity to demonstrate learning through written and/or visual means. Oftentimes lapbooks are unit or topic specific. 

My Original Design

I have seen countless designs for lapbooks. There aren't any rules to their design or construction; the only limit is your imagination. With a folder and a few pieces of paper, educators can guide students through a lapbook in whatever way works best. I have been using lapbooks for quite a few years and I still find ways to switch up the way I use them; even if it's a unit or topic I have previously taught.

The lapbooks within my social studies resources are offered in 2 styles: one design for K-1 and a more elaborate (but similar design) for grade 2-6. All of my lapbooks are designed for an inquiry-based method of instruction.

BASIC DESIGN of MY LAPBOOKS

Front Cover (used to stage the compelling question/launch the inquiry)

The front cover has a header using the Inquiry Question. It helps remind students of the question we are researching in order to answer. Underneath the header I have designated space for the students to think/draw/write about the topic. This section is a place for students to share their ideas before learning anything specific related to the inquiry question. This space is sometimes referenced later on. It is common for students to have a different perspective on what they initially wrote in that area!

Grade 3 Inquiries: Space on Each Cover to Start the Unit

One Section Per Question (usually 3 questions)

Nearly all of the inquiries have 3 supporting questions that help students navigate toward an answer to the main question. For each question I designate once panel (or section) of the lapbook. When teachers use 1.5 file folders to construct a lapbook, the interior of the lapbooks will have three sections. This layout helps students see their work in an organized fashion and to locate facts and evidence to support their written response at the end of the inquiry. Each section typically has a title as well. 

The information and responses within each of the 3 sections varies. Students may be responding to text or anchor charts, they may be using PPT or video to formulate responses. The inner panels encourage individualized response based on evidence while guiding students as a whole group. The student responses give students ownership over their learning and encourage them to think and respond independently.

Grade 5 Inquiry: Interior of Lapbook Showing Three Sections for the Supporting Questions

Vocabulary Section

One of my goals is to always foster avenues toward building vocabulary. It is a weak point for many (including adults!). My lapbooks have an entire panel dedicated to vocabulary. It contains 2 flip books that hone in on important vocabulary that will be heard, spoken, read, and written throughout the inquiry. It is difficult to teach about the Transcontinental Railroad if students do not have a mastery level understanding of the word "transcontinental". 

Flip books are one way to nurture the mastery required. I also use vocabulary matching games and a small foldable piece labeled "Other Interesting Words". The "Other Interesting Words" foldable is a great way to give students an opportunity to reread text and find the words they want to learn. It's individualized and offers ultimate differentiation.

Additional Notes Section

The back middle section is for taking notes. I use this area to give students the space needed for taking notes during discussions or while watching videos. Sometimes we need more space, other times it's barely used. It truly depends on the content we are discussing and how the conversations unfold in the classroom.

Writing

All lapbooks include a written component. In my quest to be more thematic in my teaching, and to tie in as much ELA as possible, each inquiry includes a written response for each of the 3 supporting questions as well as the initial compelling question.

For grades K-1 the written portions involve a lot of drawing and the use of labels. Teachers can guide the students who are ready toward writing sentences. For the grades 2-6, writing is comprised of 2-point and 4-point responses.

If students have taken their time answering the supporting questions for each section while using evidence from the texts, discussions, and videos, the final summative question will be easier to draft and write. In the bigger picture, the students will have been gathering their own evidence throughout the inquiry which can guide them during their 4-point response. The supporting questions are graded using a 2-point rubric. The summative question is graded on a 4-point rubric.

TIPS & TRICKS FOR LAPBOOKS

Fine Motor

By design, there is a significant amount of cutting and pasting with my lapbooks. For the primary grades I keep the lines simple - straight lines or basic circles. The intermediate lapbooks will incorporate a bit more fine motor skill.

To save time in the classroom (or if fine motor development isn't a top priority that day) teachers can pre-cut the majority of the pieces. I oftentimes will cut the pieces in preparation for the lesson. Students will then need to only fold and glue the pieces into their lapbooks.

Color-coding

Color-coding pieces is another way to reduce cognitive load. For instance, I always print the vocabulary pieces on the same color for every lapbook we make. If I start the year with using yellow for vocabulary- I continue with the same color all year long. 

Differentiation

It can be a challenge to differentiate. We want to keep the rigor up while making the content accessible. One way you can differentiate when using inquiries is to adjust the amount of "answers" you provide. You can offer two different pages during note-taking. One with blanks where students will needs to find the information and fill it in themselves. Another for your needier students with the answers already in place. Ask them to highlight the most important parts. Or, have them take bulleted notes on the Additional Notes Section and see how many of their notes match the section page. Some inquiries will include this type of differentiation within the resource. 

Fifth Grade Inquiry Note Page

ORGANIZED AND ENGAGING

Lapbooks are an excellent way to keep the content organized and your students engaged. My students love social studies lapbooks and oftentimes ask when we are creating the next one or what the topic will be! I always get a kick out of seeing the expression on the students' faces when they see the upcoming lapbook on display in the front of the room. Their excitement is palpable.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6